ABSTRACT
This study aims to examine the mediating roles of resilience and occupational self-efficacy in the relationship between occupational stress and subjective well-being and to adapt the Teacher Occupational Self-Efficacy-Short Form (OSS-SF) to Turkish culture. Using a cross-sectional design, convenience sampling was employed to collect the data. The participants consist of 342 teachers, comprising 168 (49.1%) females, aged between 22 and 58 years (M = 36.55, SD = 3.25). The participants completed the Perceived Occupational Stress Scale, Teacher Occupational Self-Efficacy Scale, Resilience Scale, and Teacher Subjective Well-Being Questionnaire. The factor analysis yielded a one-factor solution for OSS-SF with high internal consistency reliability. The results of the mediation analysis indicated that occupational stress negatively predicted subjective well-being, occupational self-efficacy, and resilience. The results also showed that occupational self-efficacy and resilience positively predicted subjective well-being. More importantly, the findings revealed that occupational self-efficacy and resilience partially mediated the association between occupational stress and subjective well-being. The findings suggest that intervention aiming at mitigating the negative impact of occupational stress on teachers’ subjective well-being can strengthen teachers’ occupational self-efficacy and resilience.